缓解“中国文化失语症”的教学行动研究

The Teaching Action Research of Easing“Chinese Cultural Aphasia"

为研究高校外语教学中有意识地渗入中国文化在改善外语学习者"中国文化失语症"的效用,本研究采用定量研究法,基于教学实验和数据统计,以英语专业四年级的178名学生为受试对象,其中21名为访谈对象,对比分析了英语学习者在教学实验前后中国文化的认可度和理解输出能力的变化情况。结果发现,教学实验在提高学生中国文化认可度和理解输出能力上具有显著效果;不同水平英语学习者在中国文化认可度的变化上无明显差异,在理解输出能力上的变化幅度有较大差异;中国文化认可度与理解输出能力问存在动态相关性;除常用文化教学策略外,学习主体提出多种课堂中渗入中国文化元素的具体可行方法。此研究对外语教学中采取更为合理的文化维度及策略有启示意义。

In order to study the effect of teaching activities on easing ＂Chinese cultural aphasia＂, based on teaching experiment and statistical analysis and with quantitative method, this research aims to make a comparative analysis of the changes of English learners＇ recognition, comprehension and output abilities of Chinese culture before and after the experiment, which was conducted with 178 English senior students as the subjects and 21 of them as the interviewees. The results show experimental teaching has a significant effect in improving students＇Chinese cultural recognition, comprehension and output abilities. No obvious difference occurs to English learners of different levels in the changes of Chinese cultural recognition, but it does in the changes of comprehension and output abilities, and there is a dynamic correlation between the two variables. Besides the common cultural teaching strategies, learners put forward various feasible and concrete methods to infiltrate Chinese cultural elements in English teaching. This study may exert enlightenment for taking more reasonable cultural dimension and strategies in English teaching.